Current Search: Department of English (x) » Galin, Jeffrey R. (x)
-
-
Title
-
The dilemma of the language-minority stud.
-
Creator
-
Ruiz, Maegan, Galin, Jeffrey R., Dorothy F. Schmidt College of Arts and Letters, Department of English
-
Abstract/Description
-
If we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home...
Show moreIf we define language fluency as more than simply a way of speaking, but also a way of thinking, acting, and being, then we enter a conversation of language as ‘Discourse’ that was sparked by James Paul Gee. This conversation invokes discrete designations of Discourse as home-based, school-based, dominant, and non-dominant. These designations reveal divisions between Discourses that are believed to manifest themselves in the identity formation of ‘language-minority students:’ those whose home Discourse is non-dominant. The dominant Discourse that these students encounter in school generates two documented paths: Richard Hoggart’s scholarship boy and Herbert Kohl’s not-learner; both paths reflect the limited agency of these students within academia. In order to counteract this delimiting of student agency, this project proposes a progressive shift towards a post-modern conception of identity formation; this can be accomplished by opening the Composition classroom to student authored, non-traditional, ‘hybridized’ Discourses.
Show less
-
Date Issued
-
2013
-
PURL
-
http://purl.flvc.org/fau/fd/FA0004053
-
Subject Headings
-
Discourse analysis, Language and education, Language and languages -- Variation, Linguistic minorities -- Education, Multilingualism, Sociolinguistics
-
Format
-
Document (PDF)
-
-
Title
-
IMPROVING STUDENT WRITING WITH PEER TUTORS: INITIATING A WRITING FELLOWS PROGRAM AT FLORIDA ATLANTIC UNIVERSITY.
-
Creator
-
Domansky, Shaelyn, Galin, Jeffrey R., Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of English
-
Abstract/Description
-
Writing Fellows Programs (WFP) are in effect among college campuses across the country, including the University of Wisconsin-Madison and Nova Southeastern University; however, Florida Atlantic University has yet to establish a peer tutoring program that is tied to writing-intensive courses that would enable disciplines across campus to share the responsibility of improving student writing instead of delegating the task to the English Department or college writing center. There is also an...
Show moreWriting Fellows Programs (WFP) are in effect among college campuses across the country, including the University of Wisconsin-Madison and Nova Southeastern University; however, Florida Atlantic University has yet to establish a peer tutoring program that is tied to writing-intensive courses that would enable disciplines across campus to share the responsibility of improving student writing instead of delegating the task to the English Department or college writing center. There is also an apparent disconnect between the writing skills being taught within the non-English Department courses and the work being done within the University Center for Excellence in Writing (UCEW) to teach the effectiveness of strong, academic writing to students. This disconnect can be eliminated with the help of peer tutors acting as the bridge connecting the faculty across the disciplines to the UCEW.
Show less
-
Date Issued
-
2019
-
PURL
-
http://purl.flvc.org/fau/fd/FA00013299
-
Subject Headings
-
Writing--Study and teaching (Higher), Tutors and tutoring, Peer teaching, Florida Atlantic University
-
Format
-
Document (PDF)
